This research project explores the perspectives of interpreters who participated in the Certificate in Educational Interpreting (CEI). The Rochester Institute of Technology's National Technical Institute for the Deaf (RIT/NTID) launched CEI in the fall of 2021. CEI is a non-credit, online professional development certificate program designed for interpreters working in K-12 and postsecondary educational settings (NTID, 2021). Specifically, this presentation examines CEI interpreters' perspectives on performance analysis and feedback practices.

Our three-year study includes data from approximately 38 CEI interpreters, gathered through pre- and post-certificate survey data and interviews. The findings show that interpreters highly value performance analysis and feedback, considering it essential for improving their skills, the quality of their interpretations, and access for deaf students. However, the research also highlights the lack of standardized practices for performance analysis and feedback in educational interpreting. Many interpreters reported fear and anxiety around giving and receiving feedback, pointing to a need for further training in this area. The findings show that by the end of the CEI program, participants expressed increased confidence in engaging in performance analysis conversations and developing assessment strategies.

The study also underscores the importance educational interpreters place on incorporating deaf students' feedback and perspectives into their practices. Overall, these findings emphasize the significant impact of instruction on performance analysis and feedback in shaping the work of educational interpreters. The results have the potential to influence the field of educational interpreting by highlighting key areas for growth and improvement.

Our presentation will introduce the CEI program and provide an in-depth look at participants’ perspectives on performance analysis and feedback. We will discuss gaps in interpreter education, particularly the lack of deaf perspectives in feedback practices, and share strategies to improve collaboration between interpreters and deaf students. Finally, we will offer recommendations for educational interpreters, interpreter education programs, and the broader deaf education community.